GR K-2

After
an early summertime recess, students return to Ms.
V.'s classroom complaining that it's much too hot on the playground.
They decide they need some shade and proceed to figure out how they
might get it.

Students gather data from their peers about their eating habits, fitness and snacking. Students want to offer their peers suggestions for better snacking and how to stay healthy. This information will be shared with the principal, food service staff, teachers, and peers. Students will participate in a walking challenge to measure the distance they can walk around the playground.

GR 3-5

Students
look at the issue of paper consumption in their classroom and in their
school. After collecting and analyzing
the data they realize that the issue of paper usage is a school wide problem
and they start a paper-recycling program in the school.

As part of a school board initiative
to redesign the land around the school, a multiage classroom develops a plan
for interactive outdoor learning spaces.The students develop four learning spaces called “Froggy Bottom”,
“Today’s Weather”, “Shhh! Quiet”, and “Plants Plants!”.

The students transform a piece of unused
school property into a garden.Students
work with local community members throughout the process.They find a garden-partner classroom in
Global Gardens, where they document the growing process together on their wiki,
comparing and contrasting how different climates grow different plants.

GR 6-8

Students use data to make a strong
case for altering the health-related choices available at their school. An
improved understanding of data collection techniques and analysis prepares
these students to make healthier choices.

Students
work collaboratively in teams to develop solutions and recommendations for
stream bank preservation through erosion prevention on a river in
their community. They collect data, research solutions, and raise
funds to employ their solutions.

Vermont students
collaborate with students from schools in other states to analyze data regarding
cell phone use while driving. Accident data is collected and compared
from states that have enacted laws that prohibits or restricts cell phone use
while driving to those states that have no such laws. Students also
collect data to determine if laws do, in fact, lower the incidence of cell
phone use while driving. Students analyze their findings and prepare videos to
share with driver education classes, their communities, and their respective
state legislatures.